The Impact of the Educational Game "Castle of Emotions" on the Social-Emotional Learning of Third-Grade Students

A quasi-experimental study examined whether "Castle of Emotions," a structured educational board game, could improve social-emotional learning (SEL) among third-grade students. The authors argue that academic success depends on social and emotional competencies such as self-awareness, self-regulation, relationship skills, and responsible decision-making, yet classroom practice often remains centered on traditional instruction, and game-based SEL interventions have received limited rigorous testing. The study aims to provide empirical evidence on whether board-game participation can strengthen these competencies in early elementary education.

The study involved 30 female third-grade students from a single public school in Tehran, Iran, selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). Participants completed a Persian-localized Social-Emotional Learning Scale at pre-test and post-test. The experimental group received 12 sessions of 45 minutes each, delivered three times per week, while the control group continued regular instruction. Analysis of covariance, with pre-test scores as the covariate, was used, and qualitative data came from semi-structured interviews and classroom observations analyzed thematically.

The experimental group's mean total SEL score rose from 105.33 to 138.90, while the control group changed only minimally, from 104.80 to 108.20. The ANCOVA showed a significant intervention effect on total SEL, F(1, 27) = 92.55, p < .001, with a large effect size (partial η² = .48), and significant gains in task articulation, peer relationships, and self-regulation. Qualitative findings identified three themes: increased motivation and engagement, more supportive peer interaction, and growth in emotional awareness and regulation, with students reporting applying these strategies beyond the game.

The authors acknowledge notable limitations, including the small sample, reliance on a single convenience-sampled school, the absence of blinding, and the lack of any follow-up assessment, which leaves the durability of effects unknown. They conclude that well-designed educational board games may be a valuable complementary tool for SEL in primary education, and they recommend larger, multi-school, longitudinal studies and comparisons of different game designs.